In 2000, McREL published a meta-analysis of research titled, A New Era of School Reform: What 30 Years of Research Tells Us. This study examined three decades of research on effective schools and student achievement to determine what characteristics of schools, classrooms, and students are most strongly associated with high student achievement.
The findings of this analysis were subsequently translated into What Works in Schools (Marzano, 2003), which outlined five school practices, three teacher practices, and three student characteristics correlated with student achievement. These 11 factors (see below) suggest, in broad brush strokes, critical areas around which schools can focus improvement efforts.
Level
Factor
Description
School
Guaranteed & Viable Curriculum
Ensuring teachers address specific content, in specific courses, at specific grade levels, and that the content can be taught in the time available.
Challenging Goals & Effective Feedback
Setting academic goals for individual students and the school, monitoring progress toward those goals, and providing timely feedback on progress.
Parent & Community Involvement
Engaging parents in day-to-day activities of the school, decision making, and regular communication.
Safe & Orderly Environment
Protecting students from physical or psychological harm and maintaining order so learning can take place.
Collegiality & Professionalism
Developing teachers’ subject-matter knowledge, pedagogical knowledge, and belief in their ability to effect change.
Teacher
Instructional Strategies
Ensuring teachers’ awareness of, and ability to apply, research-based strategies at appropriate times to maximize student learning.
Classroom Management
Establishing and enforcing rules and procedures, carrying out disciplinary actions, maintaining effective teacher-student relationships.
Classroom Curriculum Design
Effectively sequencing and pacing learning experiences that are under the classroom teacher’s control.
Student
Home Environment
Parents’ communication about school, supervision, expectations, and parenting styles.
Learned Intelligence & Background Knowledge
Students’ prior, learned knowledge of facts, generalizations, and principles about a specific domain.
Motivation
Students’ efficacy, self-worth, emotions, and deeply seated needs and aspirations.
In 2000, McREL published a meta-analysis of research titled, A New Era of School Reform: What 30 Years of Research Tells Us. This study examined three decades of research on effective schools and student achievement to determine what characteristics of schools, classrooms, and students are most strongly associated with high student achievement.
The findings of this analysis were subsequently translated into What Works in Schools (Marzano, 2003), which outlined five school practices, three teacher practices, and three student characteristics correlated with student achievement. These 11 factors (see below) suggest, in broad brush strokes, critical areas around which schools can focus improvement efforts.
Source: http://www.mcrel.org/SuccessInSight/Default.aspx?tabid=2376